Corven's Literature Group - Week of April 30th

READING
We continue our study of Island of the Blue Dolphins. Chapters 6-9 will be our reading focus this week. The students will be meeting in small groups to discuss and write about situations that cause great sadness. This emotion is an important theme of the story.

WRITING
The students will respond in writing to journal prompts and comprehension questions this week in class.

SPELLING/VOCABULARY
The students will have a spelling/vocabulary quiz on Wednesday over the words from last week. Please see your child's agenda or last week's blog for the word list. The spelling and definition of the following words will be assessed next Wednesday, May 9th.
          anchored, beckon, gorge, abalone, nettles, mesa, retreat, vow, league, forbade

Firchau: Language Arts (Week of April 30)

This week Mr. Firchau's Language Arts class will continue reading Laurie Halse Anderson's novel, Fever, 1793.  We will use the novel to explore comprehension strategies, story elements, create expressive and assessment written responses, and extend learning using technology.

From Amazon.com ... During the summer of 1793, Mattie Cook lives above the family coffee shop with her widowed mother and grandfather. Mattie spends her days avoiding chores and making plans to turn the family business into the finest Philadelphia has ever seen. But then the fever breaks out.

Disease sweeps the streets, destroying everything in its path and turning Mattie's world upside down. At her feverish mother's insistence, Mattie flees the city with her grandfather. But she soon discovers that the sickness is everywhere, and Mattie must learn quickly how to survive in a city turned frantic with disease.

Learning Targets

Reading Applications: Literary Text

I can ...

• Explain how a character’s thoughts, words and actions reveal his or

her motivations.

• Explain the influence of setting on the selection.

• Identify the main incidents of a plot sequence and explain how they

influence future action.

• Identify the speaker and explain how point of view affects the text.

• Summarize stated and implied themes.

• Interpret how an author’s choice of words appeals to the senses and

suggests mood.

• Identify and explain the use of figurative language in literary

works, including idioms, similes, hyperboles, metaphors and

personification.

READING

The first section (ch. 1-5) of the novel Fever 1793 will focus on setting, character development and motivation, and point-of-view.

The students are to document their thoughts throughout their reading by writing in the Reading Response Journal that was distributed in class.  This should be done at the end of each chapter.

INTERNET HUNT

In order to provide the students with an opportunity to practice technology-based research, they will complete an activity called The Internet Hunt. The Internet Hunt for the novel will provide the students with an opportunity to use technology to deeply explore the context of the story.  The students are required to use the links contained in the hunt to answer questions about clothing in the 18th century, yellow fever, and other cultural aspects.  The Internet Hunt is due on the date of the final assessment of the novel. 

WRITING

The students will be given various novel-related topics in which to respond to in class.  In addition to the writing prompts, each section of the novel will be assessed using a comprehension instrument which will contain standards-based extended-response, short answer, and multiple choice questions. 

SPELLING/VOCABULARY

Section 1 (ch. 1-5)

abhor

victuals

forge

instill

miasma

bilious

loitering

impudence

demure

Section 2 (ch. 6-10)

droll

bestir

conceded

implore

harrumphed

gumption

pestilence

vehemently

taut

cajoling

Spelling/vocabulary for Section 2 will be assessed Tuesday, May 8.

WORD STUDY

The students will be required to complete a word study for each of the words.  The word study includes the following:

• Correct spelling

• Part of speech (noun, verb, adjective, adverb, etc.)

• Synonym

• Create a meaningful analogy, association, or illustration (graphic description of mental picture) of the word's meaning.

Each word study application should be completed on loose-leaf paper within the format discussed in class.

MATH- Week of April 30th

OAA testing week! There will not be any homework assignments this week in math.

Ohio Achievement Assessments.

Next week the 5th graders will be taking the Ohio Achievement Assessments.  These are important tests as they measure students on what they know and are able to do in various subjects.


The 5th grade OAA testing schedule is as follows ...


Monday morning: Reading
Wednesday morning: Mathematics
Thursday afternoon: Science


So that the students will be able to do their best, it is important they get get plenty of sleep the night before and eat a healthy, hearty breakfast the morning of the test.


The students have worked hard this year and we are very confident that they will do their best on the tests!

Save the date!

June 1, 2012

Friday, June 1, 2012 will be a day of celebration as our 5th graders will be departing Big Walnut Elementary and heading to Big Walnut Intermediate School for 6th grade. It will be a full day of fun! The students will enjoy a carnival in the morning, followed by lunch, and end with a graduation ceremony starting at 1:30 p.m. Please save this date and plan on sharing the day with your child.


In a week or two, a note will be sent home asking for volunteers to help with the event.


UPDATE:

A note was sent home in backpacks earlier this week about the 5th grade graduation ceremony.  In case you didn't receive it, here is the information in email …  

We will be sending another email later requesting volunteers to help with this day, but for now, we are requesting donations to help defray the cost of graduation t-shirts that every student will receive.  Please make sure to get t-shirt size for your child to us so we order the correct size.  If we don't hear from you, we will have to guess. Please help us out! :-)

If you have any questions, please contact Dawn Boehm dawn@sunburychristian.com or 965-9239

Thanks 

5th grade Celebration Committee

Impossible.

Impossible is just a big word thrown around by small people who find it easier to live in the world they've been given than to explore the power they have to change it.

Impossible is not a fact.

It's an opinion.

Impossible is not a declaration.

It's a dare.

Impossible is potential.

Impossible is temporary.

Impossible is nothing.

― Muhammad Ali

Firchau: Language Arts (Week of April 23)

This week Mr. Firchau's Language Arts class will continue reading Laurie Halse Anderson's novel, Fever, 1793.  We will use the novel to explore comprehension strategies, story elements, create expressive and assessment written responses, and extend learning using technology.

From Amazon.com ... During the summer of 1793, Mattie Cook lives above the family coffee shop with her widowed mother and grandfather. Mattie spends her days avoiding chores and making plans to turn the family business into the finest Philadelphia has ever seen. But then the fever breaks out.

Disease sweeps the streets, destroying everything in its path and turning Mattie's world upside down. At her feverish mother's insistence, Mattie flees the city with her grandfather. But she soon discovers that the sickness is everywhere, and Mattie must learn quickly how to survive in a city turned frantic with disease.

Learning Targets

Reading Applications: Literary Text

I can ...

• Explain how a character’s thoughts, words and actions reveal his or

her motivations.

• Explain the influence of setting on the selection.

• Identify the main incidents of a plot sequence and explain how they

influence future action.

• Identify the speaker and explain how point of view affects the text.

• Summarize stated and implied themes.

• Interpret how an author’s choice of words appeals to the senses and

suggests mood.

• Identify and explain the use of figurative language in literary

works, including idioms, similes, hyperboles, metaphors and

personification.

READING

The first section (ch. 1-5) of the novel Fever 1793 will focus on setting, character development and motivation, and point-of-view.

The students are to document their thoughts throughout their reading by writing in the Reading Response Journal that was distributed in class.  This should be done at the end of each chapter.

The Internet Hunt for the novel will provide the students with an opportunity to use technology to deeply explore the context of the story.  The students are required to use the links contained in the hunt to answer questions about clothing in the 18th century, yellow fever, and other cultural aspects.  The Internet Hunt is due on the date of the final assessment of the novel. 

WRITING

The students will be given various novel-related topics to respond to in class.

SPELLING/VOCABULARY

Section 1 (ch. 1-5)

abhor

victuals

forge

instill

miasma

bilious

loitering

impudence

demure

Spelling will be assessed Friday, April 27.

WORD STUDY

The students will be required to complete a word study for each of the words.  The word study includes the following:

• Correct spelling

• Part of speech (noun, verb, adjective, adverb, etc.)

• Synonym

• Create a meaningful analogy, association, or illustration (graphic description of mental picture) of the word's meaning.

Each word study application should be completed (on loose-leaf paper) using the format discussed in class.  It is due on Friday, April 27.

MATH- Week of April 23rd

This is OAA math review week! Each day the students will review important math concepts learned this school year as they prepare to take the Math OAA next Wednesday. All math homework assignments this week can be found on Study Island.

HOMEWORK
Monday- Graphs and Landmark Review on Study Island
Tuesday- Geometry Review on Study Island
Wednesday- Measurement Review on Study Island
Thursday & Friday- No homework

Firchau: Social Studies (Week of April 23)

This week we will continue learning about westward expansion and Manifest Destiny and then focus our exploration on the varied cultural groups of the west.

LEARNING TARGETS

Chronology

I can …

create time lines and identify possible relationships between events.

Settlement

I can …

... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.

... explain why European countries explored and colonized North America.

... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.

... explain how the United States became independent from Great Britain.

Growth

I can …

... explain the impact of settlement, industrialization and transportation on the expansion of the United States.

People in Societies

Cultures

I can …

... compare the cultural practices and products of diverse groups in North America including:

a. Artistic expressions;

b. Religion;

c. Language;

d. Food;

e. Clothing;

f. Shelter

VOCABULARY/CONCEPTS

Chapter 16

territories

Manifest Destiny

annex

reservations

expeditions

defenders

boundary

cession

Chapter 17

pioneers

Mormons

Forty-Niners (note capitalization!)

Chinese immigrants

Mexicanos

Nez Perce

ranchos

claims

transcontinental

missionaries

yokes

MONDAY

• Review for chapter 16 test (concepts and vocabulary)

ASSIGNMENT: Study

TUESDAY

• Chapter 16 test

• States test

WEDNESDAY

• Review History Learning Targets

• Examine and discuss related concepts and vocabulary
• Read and discuss History Alive!, sections 17.1 and 17.2

THURSDAY
• Review

• Read and discuss History Alive! 17.3 and 17.4

ASSIGNMENT: Complete ISN activity 17.3 and 17.4

FRIDAY

• Review

• Read and discuss History Alive! 17.5 and 17.6

ASSIGNMENT: Complete ISN activity 17.5 and 17.6

LATE START TOMORROW!

There will be a one hour delayed start Wednesday, April 18th.  School will begin at 9:50AM.

Fever 1793 Internet Hunt

The Fever 1793 internet hunt can be found by clicking here.

Corven's Literature Group - Week of April 23rd

READING
We continue the novel, Island of the Blue Dolphins this week in class. This children's classic was written by Scott O'Dell. It is a historical fiction novel of courage and survival. The setting of the story will be a major focus this week as we read chapters 1-5.  Much of the plot is centered around the setting. The students will read chapters 1-5 in class this week.

WRITING
The chapters in Island of the Blue Dolphins are not titled. After each chapter is read, the students will create a title for the chapter and write a 3 to 5 sentence summary of the important events. The students will be given time to complete this each day in class. The summaries will not be homework unless a student is not using his or her time wisely. In addition, the students will respond to journal writing prompts based on the plot of the story.

SPELLING / VOCABULARY
The following spelling / vocabulary words are found in chapters 4 & 5 of Island of the Blue Dolphins. The spelling and the definition of each of the following words will be assessed on Wednesday,  May 2nd.
       scatter,  shirk,  spearhead,  portion,  bale,  decree,  echo,  ample,  warrior,  mischief


HOMEWORK
Tuesday- Write the spelling words in agenda.
              - Word boxes due on Friday.
Thursday- Study spelling/vocabulary

MATH-Week of April 16th

We continue our study of probability and ratios this week in math. In addition, we will begin reviewing important math concepts learned this school year. On Monday and Tuesday, the students will be assigned to complete a study island review. Monday's study island review will focus on ratios, probability, and graphs. Tuesday's review will be a mixed review assignment. Any student not able to complete the assignment on a home computer will complete it here at school.

HOMEWORK
Monday- Study Island Probability / Ratio Assignment
Tuesday- Study Island Mixed Review Assignment **Due Thursday
Wednesday- Math Journal p.381
Thursday & Friday- No assignment

Firchau: Social Studies (Week of April 16)

This week we will learn about westward expansion and Manifest Destiny.

LEARNING TARGETS

Chronology

I can …

create time lines and identify possible relationships between events.

Settlement

I can …

... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.

... explain why European countries explored and colonized North America.

... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.

... explain how the United States became independent from Great Britain.

Growth

I can …

... explain the impact of settlement, industrialization and transportation on the expansion of the United States.

People in Societies

Cultures

I can …

... compare the cultural practices and products of diverse groups in North America including:

a. Artistic expressions;

b. Religion;

c. Language;

d. Food;

e. Clothing;

f. Shelter

VOCABULARY/CONCEPTS

territories
Manifest Destiny
annex
reservations
expeditions
defenders
boundary
cession

MONDAY

• Discuss the concept of Manifest Destiny

• Read History Alive! 16.1, 16.2, and 16.3, and discuss

ASSIGNMENT: Notes and vocabulary (see above), complete ISN activity 16.2 and 16.3

TUESDAY

• Review Manifest Destiny and the Louisiana Purchase and discuss how they impacted the Lewis and Clark Expedition
• Read and discuss History Alive! 16.4
• View Lewis & Clark: Great Journey West

ASSIGNMENT: Complete ISN activity 16.4

WEDNESDAY

• Review Lewis and Clark Expedition

• Read and discuss History Alive! 16.5 and 16.6
ASSIGNMENT: Complete ISN activity 16.5 and 16.6

THURSDAY

• Read and discuss History Alive! 16.7 and 16.8
ASSIGNMENT: Complete ISN activity 16.7 and 16.8

FRIDAY
TBD

ASSIGNMENT: 

Mrs. Hoge ~ Science ~ Week of April 16th

We have started studying Sound Energy.  Vocabulary words to be familiar with are: pitch, volume, vibration, echo, and vocal chords.  Students will be doing some hands on investigations this week on different ways of producing sound through vibration.  There will be a vocabulary quiz later this week.

We will also be studying fossil fuels and alternative sources of energy before we begin our OAA review.

It is your child's responsibility to write updated assignments in his/her agenda each day during class. Please review your child's agenda each night.